SAALED Conference South Africa 2011: ABCs of

Transcript SAALED Conference South Africa 2011: ABCs of

ABCs of Reading & Reading Instruction

SAALED, Thursday March 30 th (12:05 – 13:05) Rosemary Tannock 2011 University of Toronto & The Hospital for Sick Children Canada

Plan for this presentation

• Why do many youngsters have difficulty learning to read?

• What are the key component skills • How can we help youngsters who are struggling with reading?

Proust and the Squid: The Story and Science of the Reading Brain

http://itc.conversationsnetwork.org/shows/detail3405.html#

“We were never born to read.”

Unlike language, reading has no specific genes to set up its circuitry or to dictate its development.

Pyramid of Reading Behaviours

It took the human species 2000 years of insights from first logographic scripts to first alphabet ( s ystem of symbols for

each sound

) Children are given just 2000 days to gain the same insights!

No Genes specific to reading; no “Reading Center”

To read, each child must create a new reading circuit from older structures & their connections

Development of Reading

  Neuronal Recycling” for Numeracy & Literacy Existing circuits of neurons - originally designed for vision, language, & cognition – must forge new connections & pathways ◦ Neural circuits & pathways are created through

hundreds of exposures (or thousands in the case of dyslexia)

to letters, letter patterns, & words - to provide automatized & efficient processing of print

What are the implications for education?

“ Children are wired for sound, but print is an optional accessory that must be painstakingly bolted on.”

Steven Pinker What must be bolted on…?

 Automatic Recognition of: Smallest Sounds ◦ Phonemes/phonemic awareness)  Letters & Letter Patterns ◦ Grapheme/orthographic awareness  Morphology ◦ Structure & form of words  Meanings & Word Knowledge ◦ semantics  Pragmatic Knowledge ◦ Language in use

These skills must be bolted on!

letter recognition 50-150 ms Connecting letters-sounds; orthography-phonology 100-200 ms 200-500 ms Word knowledge; ~ 200 ms onwards processing Syntax/morphology “Every word has 500 ms of fame” (P&S p.145)

Timeline of Fluent Reading: role of attention

from Maryanne Wolf: Proust & the Squid, 2007, p.145

At the heart of reading, 200 milliseconds allow us

“time to think new thoughts”.

Slow decoding, inattention, & poor oral language, all have negative impact on reading comprehension

The Heart of Expert Reading

Visual Recognition 0-100 MSEC Word Specific Activation 150 MSEC Phonological Processing 180-300 MSEC Semantic Processing 200-500 MSEC

Normal Readers Dyslexic Readers Delay Delay Delay Delay

National Reading Panel (2000): Teaching Children to Read. Washington, DC: NICHHD Clearing House

1.

2.

3.

4.

5. Phonemic/phonological awareness Alphabet principle Fluency Vocabulary Text comprehension

What are the 5 critical domains for reading assessment & instruction?



An oral language skill that allows us to detect and manipulate sounds at the phoneme, syllable, or word level

◦ Includes phonemic awareness (the ability to identify & manipulate individual sounds in spoken words) ◦ Does not involve written letters

Phoneme:

smallest unit of speech that signifies a differences in word meaning. English has 40 – 44 phonemes

1. What is phonological awareness?

 Understanding the relationships between phonemes & graphemes ◦ Lack of phonemic awareness impedes development of alphabetic principle ◦ Mastery of the alphabetic principle is required to read words Grapheme: part of the system of marks that make up printed language, which is called ‘orthography’ English speech sounds are represented by letters & groups of letters, called graphemes English has 40-44 phonemes but 220 graphemes The problem: 1 phoneme can be spelled with different graphemes; I grapheme can represent more than 1 phonem e

2. Alphabet principle



How many phonemes are there in the word “box”?

4 phonemes: the single letter ‘x’ is comprised of 2 sounds (phonemes: /k/ /s/) 

What are 2 most important phonological awareness abilities for reading?

Blending

(pushing the sounds together)

Segmenting

(pulling the sounds apart)

Self-test

Sound Blending

    Start with speech sounds that can be sustained (/s/ /m/) Progress from words with 2 speech sounds to 3, then 4 Demonstrate, model, practice Progress to practice with words with regular phoneme-grapheme correspondence

Segmentation

     Start with compound words (e.g. raincoat) Progress to words with 2 syllables Then onset-rimes Finally to phonemes (words with 2 speech sounds, 3, then 4) Progress to practice with words with regular phoneme-grapheme correspondence Teaching sound blending & segmentation

Sounding out (phonological awareness)

 Know the sounds  Blend the sounds (slowly without stopping)

Reading Mastery

is a direct instruction program that aims to provide students in kindergarten through grade 6 with explicit and systematic instruction in English language reading. The program offers fast-paced and interactive lessons and includes placement assessment and a continuous monitoring system.



mmaaann

Read the word (say the blended sounds fast)

man

Lovett: LRDP/HSC: Derived from Reading Mastery Classic I/II/Fast Cycle 2003

Vowel Alert

glow cow Adapted from Lovett et al: Empower™ Reading (The Hospital for Sick Children 2006

Sound Blending

Segmentation

Parts of an English syllable:

An ‘

onset’

is the beginning consonant letters A

‘rime

’ is the part of a syllable that contains the vowel and all that follows it  What is the rime of ‘swim’ ?

 And “birthday”?

Onset-rime self-test

Onset-rimes: set of 37 rimes from which 500 primary words can be taught

ack ank eat ill ock ain ap ell in oke ake ash est ine op ale at ice ing or all ate ick ink ore ame aw ide ip uck ump an ay ight ir ug unk Wylie & Durrell 1970: cited in Wendling & Mather (Eds), Essentials of evidence-based academic interventions (2009) NY: Wiley & sons

Line separates onset-rime

Volunteer needed to read a word!

Periventricular nodular heterotopia

What does this word mean?

Periventricular nodular heterotopia is a common malformation of cortical development in which the migration of developing neurons destined for the cerebral cortex is abbreviated. Associated with seizures & reading deficits

Morphemes Matter

Morpheme: the smallest unit of meaning in a language The word ‘reddened’ has 3 morphemes, which signal: its root =

red

; its verb class =

- en

; past tense = -

How many morphemes in the word:

“replacement ” ?

What is a morpheme?

Self-test

Peeling-off tree

able

Adapted from Lovett et al: Empower™ Reading (The Hospital for Sick Children 2006

Fluency:

 “the ability to read connected text rapidly, smoothly, effortlessly, & automatically with little conscious attention to the mechanics of reading (e.g., decoding)”  Fluency requires an appropriate rate, high accuracy, and appropriate expression

Signs of poor reading fluency

Reads word-by-word with limited expression or prosody, ignores punctuation, does not divide sentences into meaningful phrases

3. Reading Fluency

Slow readers…

 Expend more energy than peers on trying to identify individual words  Read less text & have less time to remember, review, or comprehend the text  Have trouble retaining parts of the text in memory & so less likely to integrate those segments with other parts Effects of slow reading on reading performance

Student should have accuracy of 90-94% on the material used for reading fluency instruction

> 1 error per 10 words read:

Instruction should focus on building

ACCURACY < 1 error per 10 words read:

Instruction should focus on building

FLUENCY When to focus on Reading Fluency

 Help develop automatic word recognition ◦ 1-minute speed drills for reading word list  Provide an explicit model of fluent reading ◦ Model reading, echo reading, choral reading  Multiple readings (3 to 4) of text with corrective feedback on missed words   Explicit instruction & practice in recognizing larger orthographic units Establish performance criteria for reading fluency & monitor progress ◦ e.g., 40% higher than current reading rate Effective instruction for reading fluency



Grades 1 & 2:



Start-Grade 3:



Mid-Grade 3:

30 correct wpm 40 correct wpm 60 correct wpm 

Grade 4 onwards:

80 correct wpm Expected reading rate for connected text in Grade 4: 135 words per minute

Word reading rate for 1-minute speed drills



Help develop automatic word recognition



Provide an explicit model of fluent reading

◦ Model reading, echo reading, choral reading 

Multiple readings (3 to 4) of text with corrective feedback on missed words

 

Explicit instruction & practice in recognizing larger orthographic units Establish performance criteria for reading fluency & monitor progress

◦ e.g., 40% higher than current reading rate Effective instruction for reading fluency

 A process by which readers construct meaning by interacting with the text through the combination of: 

Prior knowledge & previous experience



Information in the text



The stance readers take in relationship to the ideas presented in the text

5. Text Comprehension

Characteristics of Good Readers Poor Comprehenders

   Reads actively Reads for a purpose Previews text    Limited vocabulary Poor attention Poor working memory    Uses a variety of strategies when reading ◦ Predicting ◦ ◦ ◦ Questioning Summarizing Visualizing Uses prior knowledge Monitors understanding      Lack persistence Poor or fluent decoding Do not use strategies when reading Do not use prior knowledge Do not monitor their understanding  Adjusts reading rate

Text comprehension

Vocabulary instruction Seven effective comprehension strategies: 1.

Comprehension monitoring 2.

Question answering Question generating Summarization 5.

Cooperative learning Graphic & semantic organizers Story structures

Effective instruction in text comprehension

INSERT

“I knew that”

confirms what you already know

“I thought differently”

Contradicts what you thought

“I don’t understand this”

Confuses you

“I didn’t know that”

Something new

Comprehension monitoring strategy

Reading comprehension strategies

Effective reading comprehension strategies

Before: During: After:

Activate prior knowledge.

Preview the layout.

Ex. read down a

column, not across columns. Captions go with pictures. Quotations mean conversation.

Make predictions

Visualize Think aloud , make connections, inferences. Ex. Give sticky notes to attach "I

agree", "This reminds me of..."

Stop to summarize at end of paragraphs.

Vocabulary: predict, confirm and pronounce Revise predictions .

A final reading.

Questions: Direct (answers are in the story/book) Indirect (provoke thought "why") Personal questions (expand answer based on experience).

Use graphic organizers.

Think-aloud reading comprehension strategies

• Explicitly teach

“think-aloud

” reading comprehension strategies , • Create posters as

classroom prompts .

Visualize “I can see it clearly…” Connect “That reminds me of when…” Purpose “I want to find out…”

•

Promote ongoing use of these strategies

across the curriculum, •At any time that you engage the students in a reading task, the students may raise their hand and voice a “think-aloud”. -

Prediction “I think I know what will happen…” Vocabulary “What does ____ mean?” I nference “I figured it out!”

Collaborative Strategic Reading Preview

• Activate prior knowledge, consists of brainstorming& making predictions prior to reading

Click and Clunk

• Monitor understanding during reading, & use fix-up strategies when fail to understand text.

Click indicates understanding. Clunk indicates not understanding Get the Gist

• Identify main ideas during reading (Limit to 10 words per idea).

Wrap up

• Generate questions & review important ideas in the text.

2 Activities: Generating questions; reviewing



Get the Gist

(Klingner, Vaughn, Schumm 1998) ◦ To help students understand the concept of the ‘main idea’ Teach the strategy using a picture or cartoon first, then progress to a paragraph

who

what

the paragraph is about?

what is the most important information about the ‘who’ or the ‘what’ in the paragraph?

Say it in a statement of 10 words or less

Summarization

Collaborative Strategic Reading (CSR)

 The collaborative strategic reading strategy has been shown to improve reading comprehension for all students outcomes in general education classrooms

(Klingner, et al, 1998, 2004; Hitchcock, et al, 2009; Vaughn et al, 2001).

CSR components -

combines modified reciprocal teaching and cooperative learning

Teacher led component -

teacher explicitly teaches and models the following 4 comprehension strategies for students

CSR Cooperative Learning Group Component Student led component -

 Students will work together in groups of 4 taking turns in roles of

Leader, Clunk Expert, Gist Expert and Announcer

.  In roles, the students discuss and apply strategies while reading sections of the text aloud to group.  A number of materials may be used including:

Clunk cards, Cue cards, Learning log, Timers, & Score cards

.  To support a student’s reading comprehension needs this strategy will be implemented with a small group of students for one school term.

http://www.ncset.org/publications/viewdesc.asp?id=424

RAVE-O: POSSuM

P honological processes O rthographic processes S emantic processes S yntactic processes M orphological processes

The goal of RAVE-O is to simulate in our teaching what the brain does when it reads a single word, a paragraph, a text.

RETRIEVAL, AUTOMATICITY, VOCABULARY, ELABORATION, ORTHOGRAPHY (RAVE-O)

Wolf, M. et al (2003)

J. Learning Disabilities

33:322-324

Major RAVE-O Premise

The more you know about a word, the better and faster you can read and comprehend it.

F AN

“fan” as Noun, Verb

Orthographic Component

f an

    Train the visual system to recognize letter patterns (chunks) and words Connect visual representations to corresponding sounds Develop speed in recognition and retrieval Understand and use the linguistic structure of English words to store and retrieve orthographic forms

From RAVE-O Reading program (MaryAnne Wolf)

Morphological Component

    Rapid recognition of morphemes added to words like

fan

Automatic access to meanings of morphemes Contributes to rapid recognition of words and to semantic development Empower students to attack new and large words.

 Continuum of knowledge about every word  Multiplicity of Meanings  Words with richer “semantic neighborhoods ” are read more quickly and easily!

Semantic Component

 Who did what to whom  Awareness of syntactic uses of words in text  Understanding of grammatical relationships in language  Pivotal for comprehension of connected text and semantic development

Sam Sleuth tracked the tracks by the track.

Syntactic Component

Key Instructional Features of PHAST Track Programming

        Using prior knowledge Teaching prerequisite knowledge Preskill mastery Teacher modelling Scaffolded instruction Metacognitive strategy-based approach Metacognitive dialogue training (“self-talk”) Attributional retraining ----Success

Word Identification Strategy Training

(WIST)

Analogy:

limerick (him)(her)(kick)

Seek the Part You Know (SPY):

dogmatic dog mat ic

Vowel Variations:

head seam?

bead great?

break breath?

Peeling Off:

unrelenting (un)(re)lent(ing)

Using the 5 PHAST Strategies

Peeling Off Sound It Out Rhyming Vowel Alert SPY CHECK SCORE C U C S

hoose: The best strategy se: heck: core: Paired-Activity The strategy correctly Each step Try it yourselves!

See worksheet The result —”I did it!” Lovett et al: Empower™ Reading (The Hospital for Sick Children 2006

Lovett et al: Empower™ Reading (The Hospital for Sick Children 2006

Using the Game Plan Step 1. CHOOSE:

"My Game Plan is to first use Peeling Off. Then I am going to use the Rhyming Strategy and look for spelling patterns I know.”

Step 2. USE:

"I am Peeling Off

and

ing

. My next Game Plan is Rhyming.

I see the spelling pattern

a-c-k.

pack,

then I know

stack.

” The key word is

pack

. If I know

Step 3. CHECK:

: "I have to together —

stop and think un-stack-ing .”

about whether I’m using the strategy(ies) properly. Is it working? Yes, I’ll keep on going. I will put all the parts

Step 4. SCORE / RE-CHOOSE:

"The word is

unstacking.

I scored! I used Peeling Off and Rhyming to help me figure out this word and they worked." (If the strategy did not result in a real word, the child begins again at Step 1, and

chooses

another strategy to try.) Lovett et al: Empower™ Reading (The Hospital for Sick Children 2006

Key message

• Learning to read is not a natural act – students need brief but explicit instruction in all of the 5 key domains every day